Having lived obsessed with punctuality, I would suggest a system of carrots and sticks to be installed in the classroom to reduce or eliminate lateness. To teach that "the early bird catches the worm," the teacher can offer rewards to students arriving early and lack of them (if not light punishments) to latecomers. For instance, in my university classes, I always began the hour with a quiz. Hence the punctual students would have more time and earn better grades, and viceversa for late students. Of course specific rewards and punishments should vary with the level of the class in question.

I agree with Nelson, very interesting answer.

Jacqueline, this issue is very similar in my country which we call "Filipino time" when seminars, meetings, conferences, and other engagement always start very late (one hour or more), primarily because the gathering had not yet gathered sufficient participants or the major personalities have not yet arrived.

When I was research director and even with my present position as department chairperson, I was able to correct this by starting the meeting even when there was only 1 attendee. The first meeting, many were late, the succeeding meetings, almost everyone was present.

In our the school, I always tell my students that a quiz will be given during the first five minutes of the class.

In Africa we call it African time. It is possible to all learn punctuality. My university is known for that and meetings begin on time as long as two people are there at the time. As Nelson says having carrot and stick is important for staff and students. My experience is that public knows which organization keeps time and which one doesn't because the culture here is one of waiting for the big man and therefore if the chair keeps time the rest follow without a hitch

@Jacqueline: Do they call it "Jamaica time" there? Because I see a pattern emerging!

For the first several years at my school, a significant percentage of students arrived late to class. Some would stroll in 30 minutes or more after a class began. I solved the problem in my courses by locking the door the moment each class was scheduled to begin, refusing to open it for anyone who then arrived late. I also began giving regular, short, graded activities. Those who missed class saw their grades tank. Very quickly I no longer had students arriving late.

Puntuality is always an issue for both staff and students in school. The various measures suggested by James, Stephen, Eddie and Nelson really work. In my case what I have done which is close to james' is that when I am in class, after 5 minutes no other student enters. The students who are late usually get a slot at the next class to discuss previous lectures, including the one they missed. That way, except with reasons, students are prompt to classes. For the staff,  meetings can start with one person and some decisions often taken are not revisted, next meeting all come in time.

When I was a school administrator, this was an issue.  Through our process of Positive Behavior Intervention Supports (PBIS), we discovered our punitive process of encouraging promptness was not being effective.  We realized that we needed to teach students our organization-wide expectations.  Classes need to start on time and students may miss out on opportunities when they are late.   As we respect their time by making the beginning of class important and essential, students respond.  The link I have attached is only one possible source.  PBIS and PBS are somewhat interchangeable.  

http://www.nasponline.org/resources/factsheets/pbs_fs.aspx

On the other hand, have you ever seen a Jamaican ulcer?

Schools should keep accurate records of attendance and punctuality. Prompt and decisive action should be taken when levels fall, and parents need to recognise the importance of maintaining high levels of attendance and punctuality. Schools have to contact parents when students fail to arrive when expected. Following these steps would definitely improve attendance and punctuality of students.

I suggest that differences in attitudes towards time do not "take root" but rather may reflect cultural differences, orientations, and preferences.  Explore Hall's research (1992, 2000) on monochronic and polychronic orientations towards time for better understanding. 

I am finding the research you suggested very meaningful Ann.